Interpersonal com. midterm rev.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | mass media
🗑
|
||||
| show | : public speaking
🗑
|
||||
| show | small group (committees)
🗑
|
||||
| show | INTERpersonal communication
🗑
|
||||
| One person | show 🗑
|
||||
| Linear Model: | show 🗑
|
||||
| show | the process of putting thoughts into symbols, most commonly words
🗑
|
||||
| Decoding: | show 🗑
|
||||
| Channel: | show 🗑
|
||||
| show | ANYTHING that interferes the communication process - physical/external, psychological, physiological, and semantic
🗑
|
||||
| Fidelity: | show 🗑
|
||||
| show | when noise increases, fidelity decreases
🗑
|
||||
| Interactive model: | show 🗑
|
||||
| Transactional model | show 🗑
|
||||
| metacommunication | show 🗑
|
||||
| show | understanding your own and others persons perspective
🗑
|
||||
| show | We cannot not communicate
Communication is irreversible
More communication is not always better
🗑
|
||||
| show | Interpersonal communication builds and sustains relationships
Interpersonal communication is not a panacea
Interpersonal communication can be learned
🗑
|
||||
| perception defined | show 🗑
|
||||
| show | they are how you view something and define it
They affect who you are and are based on past experiences and your preferences
🗑
|
||||
| Attending: | show 🗑
|
||||
| show | People tend to attend to things based on how they look, feel, smell, touch, and taste
People tend to pay attention to things that matter to them - or things that are louder, larger, different, and more complex to what we ordinarily view.
🗑
|
||||
| show | When we focus on a particular thing and ignore other elements
Ex: rose-tinted glasses in a relationship
🗑
|
||||
| show | When we examine a picture or image, we engage in organizing it in our head to make sense of it and define it. - we select that information and place a definition to it - organize it accordingly
🗑
|
||||
| show | The ability to recreate another person’s perspective, to experience the world from the other’s point of view.
🗑
|
||||
| Perspective taking. | show 🗑
|
||||
| show | Gain a sense of their fear, joy, sadness,
etc.
🗑
|
||||
| show | Genuine caring.
🗑
|
||||
| physical constructs are used to | show 🗑
|
||||
| Role constructs are | show 🗑
|
||||
| interaction constructs are | show 🗑
|
||||
| Fourth, psychological constructs are | show 🗑
|
||||
| Interpreting: | show 🗑
|
||||
| Perception check: | show 🗑
|
||||
| show | RULER Program: Yale University Center for
Emotional Intelligence
🗑
|
||||
| show | R=Recognize, U=Understand, L=Label, E=Express, R=Regulate
🗑
|
||||
| reasons we may not express our emotions | show 🗑
|
||||
| steps to communicate emotions effectiveley | show 🗑
|
||||
| steps cont. | show 🗑
|
||||
| show | Hearing is the same thing as listening.
- listening is passive.
- We all hear the same thing
🗑
|
||||
| Elements of the listening process: | show 🗑
|
||||
| show | the goal is to enjoy what you’re listening to
ex: listening to a favorite song
🗑
|
||||
| show | the goal is to understand
ex: listening to a lecture or directions
🗑
|
||||
| Critical listening skills: | show 🗑
|
||||
| show | the goal is to be supportive ex: listening to a friend who is going through a rough time
🗑
|
||||
| Prompting: | show 🗑
|
||||
| show | helps you understand
Helps you learn what the person is thinking and feeling
Encourages self discovery
Ex: “So what do you see as your options?” or “did he give you a reason for acting like that?”
🗑
|
||||
| show | restating in your own words what you believe the speaker just said
Aids in understanding
Ex: “What I hear you saying is that…”
🗑
|
||||
| Supporting: | show 🗑
|
||||
| Responses that are not supportive: | show 🗑
|
||||
| Analyzing: | show 🗑
|
||||
| show | offering a solution
Did they ask for advice
Be sure the advice is accurate
Ask yourself if they are willing to accept it
Be confident they won’t blame you if the advice fails
Deliver your advice supportively, without judgment
🗑
|
||||
| To deliver constructive criticism: | show 🗑
|
||||
| Psudolisteners: | show 🗑
|
||||
| show | respond only to parts of a speaker’s message that interest them, rejecting everything else
🗑
|
||||
| Defensive listeners | show 🗑
|
||||
| Ambushers: | show 🗑
|
||||
| show | look only at the content and ignore nonverbal messages
🗑
|
||||
| show | Only interested in expressing their own ideas. Stage hogs.
🗑
|
||||
| Insulated listeners: | show 🗑
|
||||
| Reasons for Faulty Listening: | show 🗑
|
||||
| show | loud noises, crowds
🗑
|
||||
| Physiological noise/preoccupation: | show 🗑
|
||||
| Physiological noise: | show 🗑
|
||||
| Reacting to emotionally loaded language: | show 🗑
|
||||
| show | Rapid thought:
Being sidetracked by the speaker’s delivery or appearance - “blah blah blah proper name place backstory stuff”
Media influences: attention span
🗑
|
||||
| Nonverbal communication principles: It's often hard to interpret accurately | show 🗑
|
||||
| show | body position and body motions
Facial expressions
Eyes
Gesture
How you walk, stand, and sit
🗑
|
||||
| show | touch
Playfulness
Control - to get compliance “move over”
To get attention - “look at me”
To communicate dominance/status
🗑
|
||||
| haptics Positive affect | show 🗑
|
||||
| Haptics Ritual | show 🗑
|
||||
| show | - associated with the performance of some function - helping someone out of a car
🗑
|
||||
| show | personal objects we wear or decorate our space with - that communicates a message
dress/uniform
Jewelry
Cultural or religious items
Artwork
Tattoos
Backpacks/purses/bags
🗑
|
||||
| show | elements of the setting
Not the weather - people were responsible for the factors
Ask: “who set it up like this? Why? What message are they trying to send?
Architecture, room size Design,color, seating, lighting, Temp
sounds/music
smells/odors
🗑
|
||||
| Proxemics: | show 🗑
|
||||
| Territoriality: | show 🗑
|
||||
| Primary: | show 🗑
|
||||
| Secondary: | show 🗑
|
||||
| Public: | show 🗑
|
||||
| show | to communicate that something or some area belongs to us.
oThree Types
oCentral
oBoundary
oEar
🗑
|
||||
| Central market: | show 🗑
|
||||
| Boundary marker: | show 🗑
|
||||
| show | identify your possessions
Trademarks, monograms - nike, adidas
🗑
|
||||
| show | the way people's use and structure time
In a hurry
Have all the time in the world?
Punctual?
Late?
🗑
|
||||
| Monochronic | show 🗑
|
||||
| show | • Time is elastic
• Appointment time is flexible
• Punctuality is not a priority
• Loose adherence to schedules
• Order is not a priority
• Family and relationships take priority
🗑
|
||||
| Paralanguage: | show 🗑
|
||||
| Silence: | show 🗑
|
||||
| show | They cannot be separated
There are about 6800 languages spoken
The number of languages is decreasing every two weeks
🗑
|
||||
| Why do languages become extinct? | show 🗑
|
||||
| language preservation strategies | show 🗑
|
||||
| Documentation: | show 🗑
|
||||
| Education: | show 🗑
|
||||
| Laws to exclude outside languages: | show 🗑
|
||||
| show | how direct are they when they talk to each other (use of language)
🗑
|
||||
| Low-context: | show 🗑
|
||||
| low context people | show 🗑
|
||||
| show | Indirect. People in this culture are indirect
Goal is to keep harmony
May not get a direct “no”
May be misunderstood
🗑
|
||||
| high context people | show 🗑
|
||||
| show | a lot. May appear to others to exaggerate. (use a lot of words)
🗑
|
||||
| show | in the middle.
🗑
|
||||
| Succinct: | show 🗑
|
||||
| show | how formal is the use of language?
🗑
|
||||
| show | less formal
Example: “you”
Personal: use the same for everyone
🗑
|
||||
| show | more formal. State of receiver is important in word choice
Example: “you”
Contextual: depends on receiver
🗑
|
||||
| show | who is responsible for the messages fidelity (accuracy of message)
🗑
|
||||
| show | the sender gets blamed
🗑
|
||||
| Affective | show 🗑
|
||||
| show | verbal sayings that teach life lessons - what they value and find important
🗑
|
||||
| show | (lost in translation) “our boss is a real genius” people can take things literally
🗑
|
||||
| show | (lost in translation) “think outside the box”
🗑
|
||||
| show | (lost in translation) otehr cultures may not find the same things funny, different sence of humor
🗑
|
||||
| show | there may not be any english translation - even within the US, many subculture has different vocabulary, slang, jargon
🗑
|
||||
| The Meaning of language are subjective | show 🗑
|
||||
| show | we use these rules when we encode and decode verbal messages
🗑
|
||||
| show | the study of words and their meanings
Semantic problems arise out of the different uses of the same words or phrases.
🗑
|
||||
| Equivocal words: | show 🗑
|
||||
| show | get their meaning from comparison or quantification. Without those, relative words
can cause confusion and frustration.
Ex: short, late, expensive - “I’ll be late for our meeting tomorrow.”
🗑
|
||||
| Vague Statements: | show 🗑
|
||||
| Jargon: | show 🗑
|
||||
| show | rules on how words can be put together.
“John’s hat” vs “Hat of John”
🗑
|
||||
| show | meaning comes from the context in which the message was delivered.
To whom are you speaking? Where are you? What’s the mood? What’s happening?
🗑
|
||||
| show | verbal use of language can build and demonstrate solidarity w others.
Communicators are attracted to others whose style of speaking is similar to theirs.
🗑
|
||||
| show | diction
Rate of talking
#/placement of pauses
Level of politeness
🗑
|
||||
| show | The process of adapting one’s speech style to match that of others. Can occur
face-to-face and online.
Ex: Anyone who is trying to fit in.
New employee
Transfer student
Undercover police officer
Spy
🗑
|
||||
| Linguistic Divergence: | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
Katepop10